California State University Sacramento

Spring 2017

Science Instructor: Dr. Saray Ayala-Lpez

Email: ayala@csus.edu
Office location: Mendocino Hall 3018
Preferred gender pronouns:
and they, them, theirs
Office hours:
Tuesday & Thursday 10:30-12:00pm
Human Values and by appointment.
Course meets:
Tuesday & Thursday, 9-10:15am
PHIL 105.02 Location: Mendocino Hall 3009

Catalog Description:
Examination of the values implicit in a scientific culture and the problems that arise as a
commitment to the development of scientific knowledge and technology. These
problems include: distinguishing good scientific practice from bad; the intrinsic value of
scientific knowledge independent of its benefits in application; the proper and improper
applications of scientific knowledge.

Course Description:
This course examines the relationship between science and values. In order to properly
assess the role of values in science, we start by exploring what science is and how it
works. By examining notions like observation, correlation, causation, theory,
explanation, measurement, categorization, instrumentalism and reductionism, we will
get a better sense of some of the complexities in the scientific process that keep
philosophers of science busy. Equipped with these notions, we will be able to spot
different stages in scientific research where values might play a role. We will apply
these considerations to different branches of science (e.g. Neuroscience, Evolutionary
Biology, Psychology, Sociology) and to debates on technology, environment, risk, sports
and medicine. Both the conceptual analyses and the practical applications will reveal
that values often operate in covert ways in scientific research, and that there are
different kinds of values that are relevant (e.g. epistemic, moral). We will pay special
attention to cases in which morally problematic social values (e.g. sexist, racist,
heteronormative, ableist) shape the direction of scientific investigation and its results.
Units: 3.0.

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GE Area and Prerequisites:
This course satisfies GE area D (see the outcomes below). It is a writing intensive class,
which requires students to write a minimum of 5,000 words of structured prose.
You must have GWAR certification before Fall 2009; or WPJ score of 80 or above; or 3-
unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W + co-
enrollment in ENGL 109X; or WPJ score 70/71 + co-enrollment in ENGL 109X.

Course objectives
We will cover the following questions:
1. Does science consist of passive observation and statement of facts?
2. Are scientific theories true descriptions of different parts of the world, or are they
rather useful frameworks to make correct predictions and navigate the world,
independently of their truth value?
3. Does correlation between events indicate that there is a causal relation?
4. How do scientists categorize and measure aspects of the world?
5. Should science aim for giving a description of reality that is value-free, or do moral
and political considerations play an important role that should be openly
acknowledged?
6. At what stage(s) in the scientific process do values enter into the picture?
7. Which kinds of values should/should not be part of scientific research?
8. How has sexist, racist, heteronormative and ableist ideology shaped the direction of
scientific research?
9. Can we (scientifically) assess the risks we are exposed to (e.g. environmental and
health risks) in a value-free way?
10. Can technology be racist, sexist, heteronormative and ableist?
11. Can we generalize science done in Western countries to other parts of the world?
12. What values guide medical science in determining what sex is, and how a sexed
human body should be?
13. What is to be healthy and function normally? How do we define normal?
14. Is the scientific community diverse and inclusive? Why is that important?
15. Is the search for knowledge always justified? How do we determine its limits?
16. Is sciences goal the control of nature?
17. Why is there so much skepticism and paralysis in relation to anthropogenic climate
change?
18. How are politics and power related to science?

Course outcomes:
As per the GE area D and writing intensive requirements, students will be able to:
1. Describe and evaluate ethical and social values in their historical and cultural
contexts.
2. Explain and apply the principles and methods of academic disciplines to the study of
social and individual behavior.

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3. Demonstrate an understanding of the role of human diversity in human society, for
example, race, ethnicity, class, age, ability/disability, sexual identity, gender and
gender expression.
4. Explain and critically examine social dynamics and issues in their historical and
cultural contexts.
5. Structure logical arguments, write well-formed sentences, and write prose that clearly
demonstrates a sustained logical argument.

Here is a link to the GE area D learning

outcomes: http://www.csus.edu/phil/Guidance/Philosophy%20GE.pdf

Course format
All classes contain at least 2 of these elements:*
1. Lecture: the instructor introduces the reading for the day.
2. Class discussion: the whole class discusses questions raised during the lecture
and/or questions posed by the instructor.
3. Group discussion: students form discussion groups.
4. In-class writing: students complete short writing assignments addressing a
question posed by the instructor.

*Exceptions:
- April 6: special event
- April 13: online class
Check SacCT regularly for updates.

Required Materials:
1. Barker, G. & Kitcher, P. 2014. Philosophy of Science: A New Introduction. Oxford
University Press (B&K)
2. Additional required readings and links to online videos (noted on the schedule) will
be made available on the course website.

Assessment: Your total number of points is calculated by adding the weighted points
earned on the following assessment items:

Assessment Details Due date % of final mark

In-class writing 100-200 words, Same day 19.5%

exercises (x15) up to 1.5 points
each
Writing assignments 200-400 words, Check schedule, 30%
(x10) up to 3 points by 9am on due
each; SacCT day
Handout Flexible format 4/4 by 9am 5%

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 Video report 200-300 words; 4/13 by 11:55pm 3.5%
SacCT
Short paper 800-1,000 words 4/27 by 9am 12%

Field work (x2) 200-300 words; 3/16, 4/18 by 10%

SacCT 9am
Group presentation 5/2, 5/4, 5/9 10%

Participation Student need to Evaluated 10% (max. of 0.5

actively throughout the points per
contribute to at semester session)
least 20 class
sessions

Description of assessment items:

In-class writing exercises: These are short (100-200 words) written exercises well do
in class. You will be asked to answer one or two questions or write a response to the
assigned reading for the day. In order to do well on these exercises, you need to do the
readings and make sure you understand them. There will be no make-up options for
these exercises (see the late submissions policy below). If you miss a class or arrive to
class by the time the exercise is over, you do not earn any points.
There are 15 in-class exercises, worth 1.5 point each. Ill drop the two lowest-scoring
exercises. You can earn a maximum of 19.5 points total on these exercises. See the
Rubrics folder for details on how these exercises are graded).

Writing assignments: These are written exercises (200-400 words) that you will do at
home and submit through SacCT on their due date. Starting week 3, there are written
assignments due every week, sometimes twice a week. In order to do well on these
exercises, you need to understand the readings and the material discussed in class
during the preceding sessions. Pay attention to the schedule and make sure you do
not miss the deadlines. There will be no make-ups (see the late submission policy
below).
There are 10 written assignments, worth 3 points max. each (see the Rubrics folder
for details on how these exercises are graded).

Handout: You are expected to select a reading and develop a handout for it. The
handout must summarize the argument of the reading. Ideally, it will also include
questions challenging the argument or expanding it. Format: it can be regular
structured prose (up to one two-sided page), a mental map, a comic strip, a song (up
to 2 mins), an animation (up to 2mins), a collage be creative! (samples of handouts
will be made available).

Video Report: Check SacCT for details.

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Short paper:
In this assignment you have to argue for or against the following claim: Values
should not be part of scientific research. Provide at least one example to
illustrate your argument. You can focus on a particular branch of science or
science more generally, and on a particular value (epistemic, social or moral) or
values more generally. The paper will be graded on five parameters:
1. Does it contain a clear statement?
2. Does it have an argument in support of the statement?
3. Does it have at least an example illustrating the argument?
4. Does it discuss/engage with material covered in class?
5. Are references and citations correct?

Field work: search the media for a case of scientific practice or technological
development that could be used to illustrate one of the concepts/questions
covered in class, e. g., morally problematic and/or unacknowledged values
guiding technology or scientific research in general. You will be submitting two
cases. You need to describe the case and explain how it illustrates the
concept/question. Length 200-300 words. Check the deadlines schedule to make
sure you know when to submit them.

Group presentation: The class will be divided in groups of three, and each group will
prepare a presentation. Groups will present at the end of the semester. More details
about group presentations will be provided in class and made available through the
course site.

Participation: You do not learn and come to understand complex arguments simply
by passively soaking up what happens around you in the classroom. In order to learn,
you need to take an active role in processing the course material.

If you think you can do well in this course by working alone at home, without
participating in class, please consider the following: Respectful and constructive
discussion is a critical part to learning and becoming a good thinker. The pathway to
good ideas and well-formed arguments is usually not a lonely one, but one filled with
contributions and insights from others, sometimes in the form of challenges and
questions, sometimes in the form of suggestions or comments. It is important to keep
in mind that in this course, and in many others, you can learn not only from the texts
and from me, but also from your classmates. Class discussions are a good opportunity
to learn from classmates and to practice your own argumentative skills. It is also a
way to initiate collaborative projects.

Participation will be evaluated on two parameters: relevance and quality.

There is a maximum of 0.5 of a point per class, and a total of 10 points you can earn
for participation. There are two participation formats: speaking in class, and writing

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your questions/comments and handing them to me at the end of class. Written
participation contributions that were not handed to me at the end of each class will
not be considered. If you feel uncomfortable speaking in class, come talk to me about
it. I might help you with that. Check the folder how to get a good participation
grade for details.

Other Important Information

I am here to help: Remember that I am here to help you learn as best as I can. Please
utilize my office hours for additional feedback and guidance on course-related issues.

Attendance: Attending class is expected. There will be in-class assignments every

week, and you will not be excused due to absence. Attendance is also required for
participation, which is an important part of your grade (see below). Any student who
misses 2 or more classes in the first 2 weeks may be administratively dropped to
make room for students on the waitlist.

Classroom behavior: The classroom should be a safe space to discuss any topic, no
matter how controversial. We all have to build and maintain that safety by discussing
respectfully, avoiding personal attacks, offensive epithets, contemptuous gestures
and exclusive language. Any student who feels uncomfortable in class is encouraged
to get in contact with me.

Use of electronic devices in class: Electronic devices, such as laptops, tablets,

phones, and Google Glasses, are not allowed in class. The exceptions to this rule will
take place during specific sessions in which laptops and/or tablets will be part of the
class dynamics (the instructor will announce these sessions in advance).

Writing: Writing is a critical part of this course, and of philosophy in general. Come talk
to me if you want resources and/or need extra advice on writing.

Gender neutral writing: In philosophy, gender-neutral writing is the accepted

practice recommended by the American Philosophical Association. See the American
Philosophical Association guidelines www.apaonlinecsw.org/apa-guidelines-for-
non-sexist-use-of-language.

Plagiarism: Plagiarizing someone elses work is a serious academic offence, and it is

bad for many reasons. Always use quotation marks and a footnote citation to indicate
sentences or passages you borrow from another author. Assignments in which
plagiarism is found will at the least be graded at 0 (not just an F). All incidents of
plagiarism will be reported both to the Department Chair and to the Judicial Officer
in the Office of Student Affairs for possible further administrative sanction. You are
responsible for reading and understanding the details of the University's plagiarism
policy. All papers will be put through plagiarism software. See the current student

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handbook for further information on student rights and responsibilities. Here is a
link to the university's honesty policy: http://www.csus.edu/umanual/student/stu-
0100.htm Come talk to me if you are not sure about what constitutes plagiarism.

Disability access statement: Please tell me early if you have a disability requiring
accommodation (documentation to SSWD, Lassen Hall 1008, 916-278-6955) or if you
need to miss something to participate in officially recognized student activities. More
information available here: http://www.csus.edu/sswd/index.html

If you miss a class Please do not email me with the question Did I miss anything
important? It is your responsibility to ask your classmates about the class you
missed and take any other steps necessary to keep up with the course content. You
wont be excused of any of the required exercises for the reason I didnt know.
Also, read this poem: http://www.loc.gov/poetry/180/013.html

Email policy: Before emailing me with a question:

- check the syllabus in case your question is already answered there;
- ask other students, for they might help you resolve your doubts;
- consider whether it would be more appropriate to talk to me in person.
If after doing that, you still have a reason to email me, take into account that I dont
carry a smart phone with email access, and I dont check my email unless Im
working on my computer, so do not expect quick responses. Allow at least two
business days before receiving an answer. If you havent heard from me after that,
please send me a follow-up email.
Some advice on how to correspond with your professors:
http://www.csus.edu/phil/guidance/how-to-correspond.html

Late submissions and missed exercises:

Accommodations will only be made under exceptional circumstances, such as a
documented medical or family emergency (you need to contact me as soon as you
can after the emergency and before the due date; extensions will usually not be given
on or after the due date). Late assignments turned in after the due time on their due
dates (i.e. after 13:30 on the due day) will be docked 10% (e.g., A- 90% becomes B-
80%); later assignments will not be accepted (i.e., assignments submitted after
midnight of the due date will not be marked and will receive a zero grade).
Please be aware that this course includes many in-class writing assignments; missing
any of them due to absence will result (unless it is an exceptional circumstance as
mentioned above) in losing the points allocated to that assignment.

Required Materials: There is no textbook required for this course. Required readings
and media materials (noted on the schedule) will be made available on the course
website.

Technology Requirements: Students must have a reliable way of accessing SacCT.

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 All important course announcements, information, and resources will be
communicated and available through SacCT (except the material in the required
text). Technical problems must be directed to the ITC Help Line @ 278-7337.

Anonymous grading: In order to guarantee impartial grading, I intend to grade as

much work as possible anonymously. I need you to help me with that. Instead of your
name, indicate your ID# on the two in-class exercises and the three assignments (paper
outline, draft paper, and final paper).

Office hours: I strongly recommend that you come to my office hours at least once
during the semester.

Grading

Grading: Your final grade is determined by how many points you earn out of 100%,
with these grade floors: 93%=A, 90%=A-, 87%=B+, 83%=B, 80%=B-, 77%=C+, 73%=C,
70%=C-, 67%=D+, 63%=D, 60%=D- (and F = all scores less than 60%). Definition of
Grade Symbols: http://catalog.csus.edu/12-
14/first%20100%20pages/academicpolicies.html

Anonymous grading: In order to guarantee impartial grading, I intend to grade as

much work as possible anonymously. I need you to help me with that. Instead of your
name, indicate your ID# on the two in-class exercises and the three assignments (paper
outline, draft paper, and final paper).

Schedule:

Important note: The schedule is subject to change, and will change if accommodations
for special events need to be made. If the schedule changes, I will alert students in class,
with an announcement on SacCT, and via an email to the address you have registered
with SacCT. It is your responsibility to come to class, check SacCT, and check your
SacCT-registered email. You can find the schedule on SacCT (in the sidebar on the left).

Session Day Date Topic Readings for the Assignments deadlines

day
1 Tue 1/24 Syllabus overview
2 Thu 1/26 Intro I
3 Tue 1/31 Intro II Douglas 2015
4 Thu 2/2 Chalmers 1999 Intro,
What is science? I Ch. 1-2
5 Tue 2/7 What is science? II B&K pp. 1-24
6 Thu 2/9 Realism, Goals, B&K pp. 24-37 Writing Assignment 1
Explanations DUE
7 Tue 2/14 Realism, Goals, B&K pp. 38-49
Explanations

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8 Thu 2/16 Unified Science and B&K pp. 50-77 Writing Assignment 2
understanding DUE

9 Tue 2/21 Correlation &

Causation Writing Assignment 3
DUE

10 Thu 2/23 Truth and scientific B&K pp. 94-105

progress
11 Tue 2/28 Values in the social Writing Assignment 4
sciences Douglas 2014 DUE
12 Thu 3/2 Categorization &
measurement Anthony 2016
13 Tue 3/7
Western Science & its B&K pp. 106-117 + Writing Assignment 5
generalizability Henrich et al 2010 DUE
14 Thu 3/9 Bias in Evolutionary Writing Assignment 6
Biology Lloyd 1993 (excerpt) DUE
15 Tue 3/14
Fine 2010 pp. 131- Writing Assignment 7
Bias in Neuroscience 154; 168-175 DUE
16 Thu 3/16 Individualistic vs. B&K pp. 117-121 Field work 1 DUE
Structural approaches

Tue 3/21 Spring recess

Thu 3/23
17 Tue 3/28 Clark 2000 Writing Assignment 8
Technology I DUE
18 Thu 3/30 Rosenberg 2016 +
Technology II Crawford 2016
19 Tue 4/4 Science, Values & B&K pp. 136-156 Handout DUE
Politics
20 Thu 4/6 Special event: FOTA Writing Assignment 9
DUE
21 Tue 4/11 Risk I exercise from special event
DUE +
Field work DUE
22 Thu 4/13 Special event: online video report DUE
23 Tue 4/18 Risk II Slovic 1999 Field work 2 DUE
24 Thu 4/20 Karkazis et al. 2012
Science, Sport & Sex
Categorization
25 Tue 4/25 Lombrozo 2014 Writing Assignment 10
Is/ought & Causality DUE
26 Thu 4/27 Anthropocentrism Gopnik 2016 Short paper DUE
27 Tue 5/2 Group presentations I
28 Thu 5/4 Group presentations
II
29 Tue 5/9 Group presentations
III if necessary OR
special topic

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30 Thu 5/11 Last day of class General debate and
reflection on the
course

List of readings (other than the required book by Barker & Kitcher, B&K) and media
materials:

Sessions 3, 1/31:
Douglas, Heather. 2015. Values in science. The Oxford Handbook of Philosophy of Science.
Session 4, 2/2:
Chalmers, Alan. 1999. What is this thing called science? (Introduction + Chapters 1 & 2)
Sessions 11, 2/28:
Douglas, Heather. 2014. Values in Social Science.
Session 12, 3/2:
Anthony, Andrew. 2016. 2006 A Space Odity- The Great Pluto Debate.
https://www.theguardian.com/science/2016/may/01/2006-space-oddity-pluto-
debate-row?CMP=share_btn_tw
Session 13, 3/7:
Henrich, Joseph, Steven Heine & Ara Norenzayan. 2010. Most people are not WEIRD.
Session 14, 2/9:
Lloyd, Elisabeth. 1993. Pre-Theoretical Assumptions in Evolutionary Explanations of
Female Sexuality.
Session 15, 3/14:
Fine, Cordelia. 2010. Delusions of Gender (pp. 131-154, 168-175)
Session 17, 3/28:
Clark, Andy. Natural-Born Cyborgs? https://www.edge.org/conversation/natural-
born-cyborgs
Session 18, 3/30:
- Rosenberg, Louis. 2016. Artificial Intelligence Isnt Just About Intelligence, But
Manipulating Humanity. http://futurism.com/artificial-intelligence-isnt-intelligence-
manipulating-humanity/
- Crawford, Kate. 2016. Artificial Intelligences White Guy Problem.
http://www.nytimes.com/2016/06/26/opinion/sunday/artificial-intelligences-white-
guy-problem.html?_r=2
Session 23, 4/18:
Slovic, Paul. 1999. Trust, Emotion, Sex, Politics, and Science: Surveying the Risk-
Assessment Battlefield.
Session 24, 4/20:
Karkazis, Katrina, Rebecca Jordan-Young, Georgiann Davies, & Silvia Camporesi. 2012.
Out of Bounds? A Critique of the New Policies on Hyperandrogenism in Elite Female
Athletes.
Session 25, 4/25:
Lombrozo, Tania. 2014. Using Science to Blame Mothers.
http://www.npr.org/sections/13.7/2014/08/25/343121679/using-science-to-blame-
mothers-check-your-values

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Session 26, 4/27:
Gopnik, Alison. 2016. How Animals Think.
http://www.theatlantic.com/magazine/archive/2016/05/how-animals-
think/476364/

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